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Research on Child and Adolescent Psychopathology
Gepubliceerd in:

01-01-2015

Rejection and Victimization among Elementary School Children: The Buffering Role of Classroom-Level Predictors

Auteurs: Marina Serdiouk, Philip Rodkin, Rebecca Madill, Handrea Logis, Scott Gest

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 1/2015

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Abstract

This study examined features of classroom peer ecologies and teaching practices that may attenuate the prevalence of victimization and its connection to peer rejection. Participants were 1020 elementary school students from 54 classrooms and their teachers followed for one academic year. In the majority of classrooms students who were rejected in fall tended to be victimized in spring, but the strength of this association varied across classrooms. The positive relationship between rejection in the fall and victimization in the spring was stronger in classrooms where victimization was strongly centralized around specific victims in the fall. In addition, victimization in the spring was higher in classrooms that had higher levels of peer rejection in the fall, where victimization was strongly centralized in the fall, and where teachers reported making fewer efforts to reduce social status inequality. This study contributes to a growing body of research into contextual factors that may attenuate negative outcomes associated with peer rejection and reduce levels of peer harassment in elementary school.
vorige artikel School-related Factors in the Development of Bullying Perpetration and Victimization: Introduction to the Special Section
volgende artikel Gene-Environment Correlation Linking Aggression and Peer Victimization: Do Classroom Behavioral Norms Matter?
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Metagegevens
Titel
Rejection and Victimization among Elementary School Children: The Buffering Role of Classroom-Level Predictors
Auteurs
Marina Serdiouk
Philip Rodkin
Rebecca Madill
Handrea Logis
Scott Gest
Publicatiedatum
01-01-2015
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 1/2015
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-013-9826-9

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